然而，他感到被教学机器击退。对于整个公立学校来说，这与他的谷物相反的任务：学校在那里不愿告知或教育，而是要模仿，并且沿着严格的线路界限。这是与他们继承的文化的联系，它全部兜售了这种文化与年轻人的联系。它弯曲了学生。文化的永久性是目标，孩子们中的任何特殊怪癖都可能导致他们朝另一个方向熨平。
(And yet he felt repelled by the teaching machines. For the entire Public School was geared to a task which went contrary to his grain: the school was there not to inform or educate, but to mold, and along severely limited lines. It was the link to their inherited culture, and it peddled that culture, in its entirety, to the young. It bent its pupils to it; perpetuation of the culture was the goal, and any special quirks in the children which might lead them in another direction had to be ironed out.)
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